Article Title
Abstract
This instrumental case study of Generation Z preservice teachers enrolled in elementary teaching methods courses in social studies and literacy explores the impact of polarization on their political engagement and teaching. Using the 2020 presidential election as a teachable moment, participants developed and taught literacy-infused civics units in order to bring to light their understandings of their role in preparing elementary students as political actors. This study has important implications for how teacher educators can better facilitate elementary preservice teachers’ own political engagement, thereby ensuring equitable democratic learning opportunities for students.
Response to this Article
Sara B. Demoiny, Moving Toward Critical Political Education with Elementary Preservice Teachers
Recommended Citation
Keegan, P.
, Vaughan, K. P.
(2023).
The Impact of Polarization on the Political Engagement of Generation Z Elementary Preservice Teachers and Their Teaching.
Democracy and Education,
31
(1), Article 1.
Available at:
https://democracyeducationjournal.org/home/vol31/iss1/1